Pedagogical Content Knowledge and Performance of Education Unit-Earner Teachers in Public Schools

Education unit-earner teachers, or those licensed teachers who are non-education graduates, play an increasingly important role in the Philippine public school system, raising important considerations about how well-equipped they are with pedagogical content knowledge (PCK) to ensure quality instruction. This study was conducted primarily to determine if their level of PCK, measured in terms of content knowledge, knowledge of learners, curriculum understanding, and pedagogy, significantly influences their Teaching Performance (TP) in terms of learning environment and learner diversity, curriculum planning, assessment and reporting, community linkages, and teacher professionalism. Using a descriptive-regression analysis design, 100 licensed secondary teachers in Davao Occidental DepEd Division were surveyed. Findings revealed that the respondents exhibited excellent PCK (x̄ =4.24), as well as excellent TP (x̄ =4.24). Regression analysis showed that PCK is a statistically significant and positive predictor of TP among Education unit-earner teachers. The regression model indicates that for every one-unit increase in PCK, teaching performance increases by 0.362 units. The model demonstrated a high level of statistical significance (p < .001) and an R² value of 0.471, meaning that PCK explains about 47.1% of the differences in teaching performance among the respondents. The remaining 52.9% is likely influenced by other factors not included in the model. The study recommends enhancing the curriculum and practicum of certification programs for Education unit-earners, strengthening licensure policies to include pedagogical training and mentoring, as well as institutionalizing targeted professional development in schools. The study recommends enhancing certification programs for education unit-earners through improved pedagogical training, practicum, and mentoring. Curricula should emphasize inclusive, differentiated, and reflective teaching. Licensure policies must uphold pedagogical rigor, and schools should institutionalize peer coaching and collaborative planning. Finally, future research should examine the long-term development of PCK and investigate other factors that could also influence TP.